Kemmis, Cole and Suggett in their booklet, 'Orientation to curriculum and transition: towards the socially critical school ( 1983), outline a model of education in which three distinct levels of teaching exist. These are vocational/neoclassical; liberal/ progressive; and socially critical. The arts have traditionally been taught using a vocational or skill based orientation rather than the liberal or socially critical model. The 1974 Australia Council and Schools Commission document entitled, 'Education and the arts' emphasised the liberal approach and suggested that the arts should play an important role in the education of students. The document emphasised satisfaction, active participation and the opportunity for self expression and communication provided by the arts. However, the 1987 Australia Council document, 'Review of tertiary arts education and training' showed that most schools and tertiary institutions, by concentrating on an imitative approach based on a classical repertoire, were not catering for the broad interests and creative needs of the majority of the population. Another recent Australia Council document, 'The Artist in Australia today' had recommended that a wider arts education program needs to be available which allows the integrated study of the arts, and multidisciplinary colleges have been suggested. This is consistent with Curriculum Development Centre proposals in the 1970's which encouraged the development of integrated arts courses in various secondary schools throughout Australia. It is suggested that the benefit of this approach is a far more liberal/socially critical orientation in the teaching of the arts, and this is the subject matter of this exploratory study.